Bubble Blowing

HFW Find

Hurdles!

Jessica's Counting Houses

Play Dough Magic

Jessica S's Photo on Wednesday, 9 September 2015

A Message from Jessica

Narrative Assessment - Literacy - 23 June 2015

Learner:  Jessica S       Learning Coach: Miriam Kamsteeg              Date: 23 June 2015

Learning Area: Literacy - Reading

Learning Observed

Today Jessica was reading “The New House”. She was pointing to the words. We read together “This is for the kitchen”. I pointed to the man in the window and asked her what she thought he was saying. She said, “No!” We turned the page and the words said “This is for the lounge”. Jessica read, “this is for the room”. I pointed to the word “lounge” and asked what does it start with. She said “i”. I said, “L for lounge”. The next page was the bedroom. Jessica read, “this is the for the room”. I asked her, “what room?” She said, “bed”.

Evidence of learning

Jessica was able to point to the words when she was reading. I wonder if she does this at home?

Key Competencies/Vision Principles

Jessica scored 2/24 on the Duncan Basic Word Assessment. She is developing her Capabilities in sounding out tricky words. Jessica is learning to use the picture and the beginning letter to work out what the word says (Thinking). She is learning to read many words (Using Language, Symbols and Texts).

Next Learning Steps

Develop English Vocabulary Continue to teach looking at the beginning letters of tricky words. Share learning with home.

Jessica S's Video on Wednesday, 24 June 2015

Narrative Assessment - Mathematics - 11 May 2015

Learner: Deesha, Raymond and Jessica   Learning Coach: Miriam Kamsteeg       Date:  11 May 2015

Learning Area: Mathematics - Numeracy

Learning Observed

Today I gave each Learner 12 fruit pieces and asked them to count them. Deesha and Raymond were able to count their pieces of fruit to 12. Jessica went … 5, 6, 8, 9….13. Next I asked them to look at a number line of numbers 1-10 and asked them to point to various numerals in random order. Jessica recognised number 1 and Raymond and Jessica were able to recognise all the numerals.

Evidence of learning

Deesha and Raymond were able to one-to-one count to 12. I wonder how much further they can count with the correct sequence? Jessica was able to count to 6 accurately. I wonder if she can count past 6 in Punjabi?

Key Competencies/Vision Principles

Raymond, Deesha and Jessica continuing to develop their Capabilities in Numeral knowledge and one-to-one counting. They are sequencing numbers in their head (Thinking). Jessica, Raymond and Deesha are learning how to read numerals (Using Language, Symbols and Texts).

Next Learning Steps

Share Learning Story with home. Jessica Explicit teaching around one-to-one counting to 12. Explicit teaching to recognise numerals 1-5 Deesha and Raymond Retest how far both Learners can one-to-one count. Explicit teaching to recognise numerals 11- 15

Learner: Taj, Zsofia, Sanad and Jessica     Learning Coach: Miriam Kamsteeg        Date: 19 March 2015

Learning Area: Literacy - Reading

Learning Observed

During Reading as a group we looked at the basic words we already knew. I wrote the word “I” on a small whiteboard. Taj, Zofia and Sanad were instantly able to recognise the word. We all then read the word off the board. After we had looked at some more basic words we all started to read our books. Taj, Zsofia, Sanad and Jessica were able to put their finger under the first word straight away. Taj, Zsofia and Sanad recognised that they had “I” as the first word in their story. Jessica, Taj and Zsofia read their first sentences along with me, pointing to the words. Sanad was able to use his picture cues to read his first sentence, “I am a goat”.  Zsofia and Sanad looked at their next page and were able to work out the “tricky” word by using the picture cues (monster and flag). All then read the rest of their books to themselves.

Evidence of learning

This group was learning to put their fingers underneath the words as they were reading. I wonder if they remember to do this at home when reading?

Key Competencies/Vision Principles

These Learners have completed a Letter Identification Assessment just after they started at Ormiston Taj (17), Zsofia (0), Jessica (24) and Sanad (42). They have all showing that they are being Curious about their books by looking at the pictures to help them understand the words. The Learners are developing their Capabilities in Reading (Using Language, Symbols and Texts). The Learners are also starting to make connections between basic sight words they know and what is printed in their books (Thinking).

Next Learning Steps

Sound to Letter Assessment - how many sounds do the Learners know? Continue explicit basic sight word teaching. Read every night at home. Practice reading online with “Bug Club”.

Learner:Jessica Singh      Learning Coach: Miriam Kamsteeg   Date: 2 Mar 2015

Learning Area: Literacy

Learning Observed

Jessica was working with the "Alphabet Soup Cans". She showed me what she had collected in her can. Jessica showed me the letter “H”, a horse, house and a hen. She said that they went in that can because they all started with the sound “h” and letter “h”.

Evidence of learning

Jessica is listening to the beginning sounds of the objects and matching the ones that fit to the letter “h”

Key Competencies/Vision Principles

Jessica scored 24/ 25 on the Letter Identification Assessment. Jessica listened to instructions about how to play the “Alphabet Soup Can” game and chose a letter she felt comfortable working with (Managing Self). She is developing her Capabilities in her sound to letter knowledge (Using Language, Symbols and Texts).

Next Learning Steps

Complete an Oral Language Assessment Complete a Letter to Sound Assessment Specific teaching of creating a story using the beginning sounds of each word.